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Peer Instruction

ecoffee @ SGH

Final year medical student Callum Taylor led this month’s e-coffee@SGH session, with an inspiring look at some of the tools, projects and platforms that can help engage students.  It was packed full of useful tips and information, and showcased some really exciting resources. Continue reading →

Increasing student engagement, by design

On June 6, 2016 the Chronicle of Higher Education featured the founder of Peer Instruction and my mentor Eric Mazur in article titled “The Making of a Teaching Evangelist,” by Dan Berrett.   The article describes the history of Peer Instruction and how Mazur’s defining pedagogical method led to his new course redesign approach. Continue reading →

10 Reasons Why You Should Get Into a Flipped Class

This week, Turn to Your Neighbor introduces a new series authored by students, called The Sandbox.  In The Sandbox,  we will look at educational innovation from the student point of view.  In this first post, Bailey Urban, a master’s student in the Program in Higher Education Leadership at The University of Texas at Austin shares 10 reasons why students should get into a flipped class. Bailey was a student in my flipped Technology and Innovation Course at UT in Fall of 2015. Continue reading →

Why Flipped Classrooms Fail Part 3

Flipped classrooms sometimes fall flat. In this third and final post, we continue our exploration of why flipped classrooms fail (see Part 1 and Part 2). You will gain diverse perspectives and new strategies from expert practitioners in K-12 and higher education including flipped learning pioneer, Aaron Sams.  This post is part of The Neighborhood, a special Turn To Your Neighbor series where we invite innovative educators from around the globe to discuss a variety of education topics. Continue reading →

Why Flipped Classrooms Fail Part 2

In Part 1 of this three part series, I propose one reason why I suspect some flipped classrooms fail while others succeed. [Go to Part 1: Why Flipped Classrooms Fail] Failure is a broad term and there are many ways a flipped classroom can fail.  The type of failure that causes the most tension for me is related to student performance measures, specifically when students do not fare any better on high stakes assessments than they do in traditional classrooms. Continue reading →

Why Flipped Classrooms Fail

“I tried Peer Instruction and it didn’t work.”   As a champion of the popular flipped learning method developed by Eric Mazur , this phrase always hits me hard when I hear it from fellow educators. And I do hear it. Over the years, I’ve run into many different accounts of experiments in innovative teaching, not just Peer Instruction, gone awry.  I have heard many refrains about clickers, “I tried clickers and it was a disaster. Continue reading →

How to flip your class with quizzes in 5 steps

Measuring a student’s knowledge state is the typical purpose of quizzes in education. Can these short tests do more? Quizzes have long been used as a “stick” in education. Did you ever scramble at the warning from your own teachers during class,  “y’all better do your work…or else.. I am going to give you a quiz!” Of course, most educators use quizzes for a more evolved reason. Continue reading →

How to help people remember what they learn

My worst nightmare? Realizing Turn to Your Neighbor has been on hiatus for 365 days!? No, but that sure is a close second. Students, of course, are my worst nightmare. But not for the reasons you might think. As a faculty member working with graduate students and director of a program serving over 3000 high schoolers, a specific set of students keeps me up at night: Learners who work hard, try hard, study hard, and do everything we ask them to do but still don’t succeed. Continue reading →

Can you use Peer Instruction with just one concept?

Can you use Peer Instruction with just one concept? A biochemistry professor from Taibah University in Saudi Arabia raised this question during a recent virtual Peer Instruction training Professor Mazur and I worked on for 30 faculty. This question, in various forms, comes up often among teachers trying to innovate in their classrooms across the globe. “Do I have to flip my entire class for it to count as truly flipping?” is one common variation. Continue reading →